O papel da escola pública a partir das vozes dos professores: isto e/ou aquilo?
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2019-03-01
Autores
Silva, Karlliny Martins da
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Universidade Estadual Paulista (Unesp)
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O presente estudo foi desenvolvido no Programa de Pós-Graduação me Educação da UNESP – Faculdade de Ciências e Tecnologia (FCT), vinculado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores”. Acreditamos que o professor exerce sua docência de acordo com as suas crenças, teorias e ideologias, e que trazer as vozes desses sujeitos contribuirá para a reflexão crítica do papel da escola pública ou até mesmo para a sua ressignificação. Nesse sentido, a partir da abordagem qualitativa, fundamentados teoricamente no método dialético, dispomos da estratégia do grupo dialogal (DOMINGUES, 2006), para analisar o que sete professoras dos anos iniciais do ensino fundamental (AIEF), de uma escola da rede municipal de ensino de Birigui-SP compreendem como papel da escola, considerando a realidade do lócus da pesquisa. Inicialmente, para alinharmos nossa questão de pesquisa e fundamentarmos nosso trabalho, realizamos a pesquisa bibliográfica (LIMA; MIOTO, 2007). Por conseguinte, desenvolvemos a análise documental, a partir das contribuições de Cellard (2010), nos seguintes documentos: Lei de Diretrizes e Bases da Educação Nacional nº. 9.394 de 20 de dezembro de 1996 (LDB/96), Resolução CNE nº. 7 de 14 de dezembro de 2010 (RESOLUÇÃO 7/2010), Regimento Comum das Escolas Municipais de Ensino Fundamental de Birigui, Proposta Pedagógica da Escola Municipal pesquisada. Elencamos quais as funções dos professores na perspectiva das seguintes políticas: Plano Nacional de Educação (2014-2014) (PNE), Plano Municipal de Educação (PME), Plano de Metas Compromisso Todos pela Educação (TODOS), Pacto Nacional de Alfabetização na Idade Certa (PNAIC), Base Nacional Comum Curricular (BNCC) e Programa Mais Alfabetização (PMALFA). Identificamos que nos documentos analisados há uma definição do papel da Educação Básica, porém, um silenciamento sobre o papel da escola pública dos AIEF. A partir do quadro de funções dos professores, inferimos que o papel dessa escola é: alfabetizar os alunos, formar leitores, cuidar, educar e letrar em todas as áreas do conhecimento. Com a organização e tratamento das informações a partir dos Núcleos de Significação (AGUIAR; OZELLA, 2006; 2013) desvelamos que o silenciamento da especificidade do papel da escola pública dos AIEF nos documentos oficiais ocasiona uma complexidade à atuação docente, delimitada pelas subjetividades dos alunos; pelo contexto escolar; pela metodologia e pela falta da participação da família na vida escolar dos alunos. A triangulação na coleta dos dados (TRIVIÑOS, 1987) nos possibilita compreender que há significações sociais hegemônicas chegando à escola, por vezes, direcionando a formação dos seus sujeitos ao mínimo: ler, escrever e calcular. Porém, as professoras atribuem outros significados e sentidos à escola na atuação docente. A partir de todo o exposto, concluímos que cabe à escola pública dos AIEF contribuir à formação integral de seus alunos, instrumentalizá-los e dotá-los de todo conhecimento necessário à vida em sociedade, considerando sua faixa etária e suas reais necessidades. O papel da escola pública dos AIEF é: isto e aquilo.
This study was conducted in the Graduate Program in Education at UNESP’s FCT (School of Sciences and Technology) along the research thread “Public Policies, School Organization and Teacher Training". We believe the teacher exercises his teaching in accordance with his beliefs, theories and ideologies, and that bringing teachers voices about the role of the public school in the current context will contribute to the critical reflection of it or even to its resignification. In this sense, from the qualitative approach and theoretically based on the dialectical method, we rely on the dialogical group strategy (DOMINGUES, 2006), to analyze what seven teachers from the first years of elementary education of a school from the municipal school network of Birigui - SP understand as the role of the school, considering the reality of the locus of this research. Initially, in order to align our research question and base our work, we carried out a bibliographic research (LIMA; MIOTO, 2007). Therefore, we developed the documental analysis, from the contributions of Cellard (2010), in the following documents: Lei de Diretrizes e Bases da Educação Nacional nº. 9.394 de 20 de dezembro de 1996 (LDB/96), Resolução CNE nº. 7 de 14 de dezembro de 2010 (RESOLUÇÃO 7/2010), Regimento Comum das Escolas Municipais de Ensino Fundamental de Birigui, Proposta Pedagógica da Escola Municipal pesquisada. As well as we list the parliamentary configurations in the following policies: Plano Nacional de Educação (2014-2014) (PNE), Plano Municipal de Educação (PME), Plano de Metas Compromisso Todos pela Educação (TODOS), Pacto Nacional de Alfabetização na Idade Certa (PNAIC), Base Nacional Comum Curricular (BNCC) and Programa Mais Alfabetização (PMALFA). We identified that in the documents analyzed there is a definition of the role of Basic Education, but a silencing on the role of the public school of the AIEF. From the framework of teachers' functions, we infer that the role of this school is to: literate students, train readers, care, educate and teach in all areas of knowledge. With the organization and treatment of information from the Nucleus of Significance (AGUIAR, OZELLA, 2006; 2013), we reveal that the silencing of the specificity of the role of the public school of the AIEF in the official documents causes a complexity to the teaching performance, delimited by the subjectivities of the students; by the school context; methodology and lack of family participation in students' school life. The triangulation in the data collection (TRIVIÑOS, 1987) allows us to understand that there are hegemonic social meanings reaching the school, sometimes directing the training of its subjects to the minimum: reading, writing and calculating. However, the teachers attribute other meanings and meanings to the school in the teaching performance. From all of the above, we conclude that it is the responsibility of the public school of the AIEF to contribute to the integral formation of its students, to instrumentalize them and equip them with all the necessary knowledge to life in society, considering their age group and their real needs. The role of the AIEF public school is: this and that.
This study was conducted in the Graduate Program in Education at UNESP’s FCT (School of Sciences and Technology) along the research thread “Public Policies, School Organization and Teacher Training". We believe the teacher exercises his teaching in accordance with his beliefs, theories and ideologies, and that bringing teachers voices about the role of the public school in the current context will contribute to the critical reflection of it or even to its resignification. In this sense, from the qualitative approach and theoretically based on the dialectical method, we rely on the dialogical group strategy (DOMINGUES, 2006), to analyze what seven teachers from the first years of elementary education of a school from the municipal school network of Birigui - SP understand as the role of the school, considering the reality of the locus of this research. Initially, in order to align our research question and base our work, we carried out a bibliographic research (LIMA; MIOTO, 2007). Therefore, we developed the documental analysis, from the contributions of Cellard (2010), in the following documents: Lei de Diretrizes e Bases da Educação Nacional nº. 9.394 de 20 de dezembro de 1996 (LDB/96), Resolução CNE nº. 7 de 14 de dezembro de 2010 (RESOLUÇÃO 7/2010), Regimento Comum das Escolas Municipais de Ensino Fundamental de Birigui, Proposta Pedagógica da Escola Municipal pesquisada. As well as we list the parliamentary configurations in the following policies: Plano Nacional de Educação (2014-2014) (PNE), Plano Municipal de Educação (PME), Plano de Metas Compromisso Todos pela Educação (TODOS), Pacto Nacional de Alfabetização na Idade Certa (PNAIC), Base Nacional Comum Curricular (BNCC) and Programa Mais Alfabetização (PMALFA). We identified that in the documents analyzed there is a definition of the role of Basic Education, but a silencing on the role of the public school of the AIEF. From the framework of teachers' functions, we infer that the role of this school is to: literate students, train readers, care, educate and teach in all areas of knowledge. With the organization and treatment of information from the Nucleus of Significance (AGUIAR, OZELLA, 2006; 2013), we reveal that the silencing of the specificity of the role of the public school of the AIEF in the official documents causes a complexity to the teaching performance, delimited by the subjectivities of the students; by the school context; methodology and lack of family participation in students' school life. The triangulation in the data collection (TRIVIÑOS, 1987) allows us to understand that there are hegemonic social meanings reaching the school, sometimes directing the training of its subjects to the minimum: reading, writing and calculating. However, the teachers attribute other meanings and meanings to the school in the teaching performance. From all of the above, we conclude that it is the responsibility of the public school of the AIEF to contribute to the integral formation of its students, to instrumentalize them and equip them with all the necessary knowledge to life in society, considering their age group and their real needs. The role of the AIEF public school is: this and that.
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Palavras-chave
Papel da escola pública, Escola dos anos iniciais do ensino fundamental, Atuação docente, Role of the public school, School of first years elementary education, Teaching performance